Shinfield St Mary’s CofE Junior School has been recognized as a good school following its inspection on 20 and 21 June 2023. The school fosters a positive environment where pupils are happy, well-behaved, and demonstrate kindness towards one another. The emphasis on love as a central theme in school activities contributes to a sense of safety and care among students. They are knowledgeable about the school’s values and take pride in being recognized for embodying these principles through pin badges. The leadership team has high expectations for all pupils, which is reflected in their enthusiasm and attentiveness in learning across the curriculum.
The school’s commitment to ecology is particularly noteworthy, with well-planned sessions that enhance pupils’ understanding of the natural world. These sessions integrate learning from various subjects, including mathematics, science, and geography, while also promoting teamwork and leadership skills. Pupils express great pride in their environmental initiatives, such as the Miyawaki forest they have planted and the recognition they have received for their ecological efforts. They understand the importance of this work for their future and that of others.
Governors and school leaders share a unified vision for the success and happiness of pupils. The curriculum is designed with careful consideration of cultural diversity and rich experiences, ensuring that Year 3 pupils transition smoothly from feeder schools. Year 6 pupils feel well-prepared for secondary school, confident in their learning and practical skills, such as safe bicycle travel and public transport use.
Pupils are proficient readers, and the leadership team is committed to enhancing reading instruction further. Guided reading sessions allow pupils to analyze texts and respond thoughtfully to questions. Those needing additional support are quickly identified and receive appropriate assistance to help them catch up.
Teachers possess strong subject knowledge and are well-supported by subject leaders. They break down the curriculum into manageable steps, enabling pupils to retain information effectively. Various techniques are employed to assess pupil learning, including flashbacks and targeted questions. However, there are instances where the information gathered is not utilized effectively to advance learning promptly.
Pupils with special educational needs and/or disabilities receive adequate support to access the curriculum and succeed in their learning. Clear processes are in place for identifying and assessing these pupils, with input from parents and the pupils themselves. Teaching staff skillfully use resources and adaptations to meet the needs of these students, and the nurture provision on the ‘Thunderbus’ helps build social skills and mental resilience.
Leaders utilize a range of assessment information to monitor pupil progress, but some assessment systems are seen as time-consuming and not providing meaningful insights. This can hinder teachers from effectively addressing gaps in knowledge.
Pupils have numerous leadership opportunities, taking their roles seriously and contributing to the school community. They are proud to be involved in various initiatives, including sports leadership, library roles, and environmental advocacy.
The safeguarding arrangements at the school are effective, with staff well-trained to identify and report concerns. Leaders ensure that referrals are appropriately managed, and the governing body actively reviews safeguarding procedures. Pupils are knowledgeable about safety, including online safety, and feel comfortable discussing any worries with staff.
To improve, the school should focus on ensuring that teachers fully utilize their assessments during lessons to enhance pupil achievement. Additionally, the assessment procedures should be streamlined to provide meaningful information that supports pupil learning.
